Publications

To bot or not: Do chatbots make better planning partners than humans for EFL group discussions?

Students planned their discussions with humans, text‑chatbots, and voice‑chatbots. And something subtle emerged. Human partners sparked energy but also stirred anxiety. Text‑chatbots felt calmer, giving students space to think and breathe. Voice‑chatbots lagged behind, tripped up by glitches. Each partner shaped confidence and readiness differently, showing that blended human–AI planning may support learners best.

Mapping the Evolution of AI and Academic Literacy Research in Undergraduate Humanities Education: A Two-Period Scoping Review

Generative AI swept into universities and rewired the writing process almost overnight. Students suddenly had tools that could draft, revise, and rethink ideas in seconds. Research raced to keep up. Early studies fixated on efficiency; newer work leans toward critical AI literacy, ethics, and human–AI collaboration. The message emerging is clear: higher education must build stronger, more inclusive AI literacy so students learn not just to use these tools, but to think with them responsibly.

Exploring the Impact of Chatbot‑Mediated Preparation Tasks on Virtual Exchanges

Students stepped into their virtual exchanges carrying the usual mix of excitement and nerves. Then something shifted. Practicing with an AI chatbot gave them room to breathe—space to try ideas, make mistakes quietly, and feel their confidence rise. Anxiety softened, willingness grew. The tech wasn’t perfect, but the pattern was clear: a simple chatbot warm‑up helped students show up braver, steadier, and more ready to connect across cultures.

Student acceptance of ChatGPT in higher education: A mixed-method study of attitudes, intentions, and concerns

Students are turning to AI with curiosity and caution. Many feel the pull of its usefulness—faster brainstorming, easier information gathering, a spark of creativity when they’re stuck. But beneath that convenience sits hesitation: not knowing how it really works, worrying about relying too much on it, wondering if the answers can be trusted. The pattern is unmistakable. When students see value, they lean in; when uncertainty rises, they hold back. The challenge now is helping them use AI not just easily, but wisely and ethically.

The Engagement Paradox: Why Students Who Never Disconnect Struggle to Connect

Students today live in a world of constant connection. Their phones vibrate with notifications before they even open their eyes. Their social feeds refresh endlessly. Their group chats never sleep. They are surrounded, immersed in a rhythm of alerts and updates that rarely pauses long enough for them to fully exhale. And yet, in the classroom, something strange is happening. They are drifting.

The Third Wave of AI: Education in 2026 and Beyond

Artificial intelligence moved from novelty to necessity almost overnight, reshaping how students write, read, and think. Educators felt the shock, but a pattern emerged: wonder, then fear, and now intentionality. In 2026, we’re entering a phase where the question shifts from what AI can do to what it should do, redefining learning’s future.

AI Podcast: The Third Wave of AI: Education in 2026 and Beyond

In this podcast episode, Andy and Liz explore the article The Third Wave of AI Education in 2026 and Beyond by Dr. Robert Stroud, revisiting AI in Education.

From early digital adoption to intelligent systems shaping learning experiences, AI has already transformed education. But what does the third wave truly mean for educators, learners, and institutions?

Dr. Stroud’s reflective and inspiring article by Dr. Stroud is featured in EduVerse Newsletter, Issue 25, our special New Year edition. Let’s join Andy and Liz as they unpack the insights, implications, and possibilities that lie ahead. Click the video below to listen.

A Quarter Century of Learning: Where Education Has Been and Where It’s Going

Dr. Stroud, a professor at Hosei University in Japan, brings a classroom centered perspective through his research on engagement, language learning, and AI. Dr. Quoc, founder of Pro.Ed Education Solutions and EduVerse, offers a system-level view shaped by over two decades of leadership in curriculum and teacher development. Together, they invite us to look back with clarity, engage the present with purpose, and imagine a future of learning that is not only more advanced — but more humane, connected, and deeply teacher-centered.

The AI Balancing Act: Fostering Student Growth or Fueling Dependency?

AI’s classroom potential is vast—but without thoughtful use, it risks fostering dependency. Educators must balance personalization and engagement with critical thinking, creativity, and autonomy to truly empower student growth.

Me, Myself, and AI: How is Student Thinking Evolving?

AI is transforming classrooms, replacing traditional tools with personalized tech. A professor in Japan reflects on its impact, questioning whether it fosters critical thinking or passive reliance. While AI offers promise, educators must balance innovation with mindful teaching to preserve curiosity, identity, and meaningful student engagement in a tech-driven world.

SMART Communication 1 (3rd edition)

Stage 1 is crafted for High-Beginner to Intermediate students. The language focus is to express personal preferences with a variety of engaging topics. This book is a great way to start learning SMART Communication within higher education.

SMART Communication 2 (3rd edition)

Stage 2 has also been crafted for High-Beginners to Intermediate students. However, Stage 2 gradually turns up the complexity by having students support their opinions on enjoyable topics.  Stage 2 pairs well with Stage 1 for an engaging year-long course. 

SMART Communication 3 (3rd edition)

Stage 3 is well-suited for Intermediate to Higher-level students.  It pushes them to analyze various situations with a critical eye and present well-balanced decisions.  Stage 3 pairs well with Stage 2 for an engaging year-long course.